Reihentitel

Vielfältige Schreibaufgaben – konkrete Bewertungshilfen

Frauke Markmann

Teaching English: Text Production – Klasse 7–8

Klasse 7–8

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Teaching English:Text Production –

Klasse 7–8Vielfältige Schreibaufgaben –

konkrete Bewertungshilfen

Frauke Markmann

Teaching English: Text Production – Klasse 7–8

Frauke Markmann ist Lehrerin für Deutsch und Englisch sowie Theaterpädagogin

und hat bisher an sehr unterschiedlichen Schulformen Lehrerfahrungen sammeln

dürfen. Sie lebt mit ihrer Familie im Ruhrgebiet und unterrichtet dort zurzeit an einer

Realschule.

Das Werk als Ganzes sowie in seinen Teilen unterliegt dem deutschen Urheberrecht. Der Erwerber des Werkes ist berechtigt, das Werk als Ganzes oder in seinen

Teilen für den eigenen Gebrauch und den Einsatz im Unterricht zu nutzen. Die Nutzung ist nur für den genannten Zweck gestattet, nicht jedoch für einen weiteren

kommerziellen Gebrauch, für die Weiterleitung an Dritte oder für die Veröffentlichung im Internet oder in Intranets. Eine über den genannten Zweck hinaus-

gehende Nutzung bedarf in jedem Fall der vorherigen schriftlichen Zustimmung des Verlages.

Die AAP Lehrerfachverlage GmbH kann für die Inhalte externer Sites, die Sie mittels eines Links oder sonstiger Hinweise erreichen, keine Verantwortung über-

nehmen. Ferner haftet die AAP Lehrerfachverlage GmbH nicht für direkte oder indirekte Schäden (inkl. entgangener Gewinne), die auf Informationen zurückge-

führt werden können, die auf diesen externen Websites stehen.

© 2012 AOL-Verlag, Buxtehude

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Layout/Satz: Satzpunkt Ursula Ewert GmbH,

Bayreuth

Coverfoto: © Sunnydays-Fotolia.com

ISBN: 978-3-403-40040-0

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Bildquellen:

S. 8/9: Rahmen des Text-Burgers © Gisela Bongardt

S. 14: Sternenrahmen © Thomas Francois – Fotolia.com

S. 15: E-Mail-Symbole © burlesck – Fotolia.com

S. 16: Scrapbooking-Materialien (Schere, Papier) © Nic Neish – Fotolia.com

S. 16: Fotorahmen © irur – Fotolia.com

S. 16: Scrapbooking © Nic Neish – Fotolia.com

S. 19: Mann greift in Waschmaschine © jonnysek – Fotolia.com

S. 19: Füße und Roboter © p!xel 66 – Fotolia.com

S. 19: Putzszene © drubig-photo – Fotolia.com

S. 19: Frau küsst Frosch © Ruslan Olinchuk – Fotolia.com

S. 21: Rahmen aus Blättern © iadams – Fotolia.com

S. 22: Straße in Kalifornien © Manuela Klopsch – Fotolia.com

S. 22: Kalifornische Küste bei Santa Barbara © cmfotoworks – Fotolia.com

S. 22: Yosemite Nationalpark © Reinhard Marscha – Fotolia.com

S. 23: sämtliche Comicfiguren © Gisela Bongardt

S. 24: Comicrahmen © Gisela Bongardt

S. 27: Glaskugel © Anyka – Fotolia.com

S. 30: Axt © Gisela Bongardt

S. 32: Spiralblock © Klett-Verlag

S. 38: Abhakmännchen © envfx – Fotolia.com

S. 42: schreiender Mann © diez-artwork – Fotolia.com

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Inhaltsverzeichnis

Contentspage

Vorwort und Hinweise 4

WR

ITIN

G P

RO

JEC

TS

planning texts

Your life – your storyPlanning a recount text (example)

5

Your life – your storyPlanning a recount text (writing plan)

6

A newspaper article 7The text burger (example) 8The text burger (writing plan) 9Planning an argumentative text (example) 10Planning an argumentative text (writing plan) 11Useful tips, words and phrases for writing texts 12Story plan for a scary story 13

writing on the InternetYour profile 14Giving advice – posting a reply 15Scrapbooking – a website 16

boosting creativity

Story starts 17Writing prompts 18Before and after 19Writing a screenplay 20Recipe for colour poems 21A cut out poem 22Make your own comic strip I 23Make your own comic strip II 24

IMP

RO

VE

YO

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WR

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SK

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spellingSpelling test 25Spell and Sink 26Direct speech 27

building sentences

Sentence structure 28Stop thinking in German when speaking English 29Choppy sentences 30Linking sentences 31Form sentences and find a murderer 32Trying to be too smart 33

vocabulary Finding the right words 34Good vocabulary? Excellent vocabulary! 35

texts Tips for writing exciting stories I 36Tips for writing exciting stories II 37

CH

EC

K Y

OU

R T

EX

T practise

Check your text – tips and tricks 38Sense or nonsense? 39Looking for mistakes I 40Mixing up tenses – a popular mistake 41Test: How good is your concentration? 42Do subject and verb agree? 43The wisdom of the crowd 44Looking for mistakes II 45

feedback

Useful feedback phrases for teachers 46Feedback on your text (master copy) 47Feedback on your newspaper article (example) 48Feedback on your newspaper article (master copy) 49Feedback on your story (example) 50Feedback on your story (master copy) 51Feedback on your argumentative text (example) 52Feedback on your argumentative text (master copy) 53Lösungen und Lösungsvorschläge 54

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Vorwort und Hinweise

Vorwort und HinweiseLiebe Kolleginnen und Kollegen!

Erinnern Sie sich noch an den ersten Brief, den Sie auf Englisch geschrieben haben? An Ihre erste selbst verfasste englische Geschichte? Ihr erstes englisches Gedicht? Ihren ersten englischen Lückentext? – Sie verstehen, was ich meine, nicht wahr?

Das freie Schreiben nimmt im Englischunterricht zu Recht einen immer größeren Raum ein. Vor allem aber ist es der Bereich, der Schülern häufig den größten Spaß macht und bei dem sie meiner Überzeugung nach am effektivsten Englisch lernen. Wenn ein Schüler z. B. eine Vokabel nachschlägt, die er für seine eigene Geschichte benötigt, bleibt diese dauerhafter hängen als ein Wort, das er „nur“ für den nächsten Vokabeltest paukt. Und welcher Schüler zeigt seinen Eltern nicht stolz ein selbst verfasstes Gedicht? In diesem Heft möchte ich Ihnen daher Schreibanlässe, Übungen und Hilfen zur Überarbeitung von freien Texten anbieten, die Sie als sinnvolle Ergänzung oder willkommene Abwechslung zu Ihrem Lehrwerk nutzen können.

Das Heft ist in drei große Bereiche unterteilt: Der erste Teil „writing projects“ enthält vielfältige Schreibaufga-ben mit unterschiedlichem Schwierigkeitsgrad: Die Schülerinnen und Schüler (SuS) können beim Schreiben von Nacherzählungen oder dem Entwerfen einer Website über ihr Hobby eigene Erfahrungen einfließen lassen, das Schreiben kurzer Nachrichtentexte, fantasievoller Spukgeschichten oder fundierter Argumentati-onen üben und bekommen dazu visuelle Planungshilfen an die Hand, mit deren Hilfe sie ihre Geschichten und Texte sinnvoll aufbauen können. Besonders hilfreich ist an dieser Stelle der „text burger“, der sich im Grunde genommen auf jeden frei geschriebenen Text – sei es ein Sachtext, ein Brief oder eine fiktive Geschichte – anwenden lässt. Dazu kommen weitere „Schreibprojekte“, in denen sich die Schüler von Bildern oder Geschichtenanfängen inspirieren lassen usw. usf. Lassen Sie sich überraschen.

Der zweite große Bereich „improve your writing skills“ gibt Ihren SuS Hilfestellung bei der sprachlichen Fein-arbeit: „Wie formuliert man abwechslungsreiche und grammatisch richtige Sätze?“, „Wie kann man mit Adjek-tiven einen Text „stärker“ machen?“, „Welche Kriterien machen eigentlich einen guten Text / eine gute Geschichte aus?“ Zu diesen Kernfragen gibt es passende Übungsblätter, mit deren Hilfe sich die SuS nütz-liches Wissen für das Schreiben ihrer Texte aneignen.

Im dritten Teil „check your text“ erfahren die SuS, wie sie selbst ihre Texte noch einmal überprüfen können und welche typischen Fehler deutschsprachige Sprecher im Englischen machen. Zusätzlich schulen sie ihre Konzentration beim Aufspüren von Fehlern. Die „evaluation sheets“, die Sie am Ende des Heftes finden, sollen Ihnen bei der Beurteilung der freien englischen Schülertexte die Arbeit erleichtern. Die Bögen zeigen transparent, wie eine Note zustande gekommen ist und sind zugleich eine Rückmeldung für den Schüler / die Schülerin, woran er / sie noch arbeiten muss. Die meisten Bewertungsbogen gibt es in zwei Varianten: Einer ist exemplarisch ausgefüllt, während Sie den zweiten Blanko-Bogen so kopieren und nutzen können.

Noch einige weitere Hinweise: ● Dieses Heft ist für die Doppelklassenstufe 7/8 konzipiert. Sie kennen Ihre SuS gut und können mit

Sicherheit selbst am besten beurteilen, wann welche Aufgabe im Unterricht angeraten ist. ● In diesem Heft wird überwiegend British English (BE) verwendet. ● Die meisten der im Heft enthaltenen Aufgaben sind so konzipiert, dass sie freie Antworten „provo-

zieren“. Die Lösungen zu den Aufgaben, bei denen eindeutige Lösungen angegeben werden können, finden Sie ab S. 54.

Und nun wünsche ich Ihnen und Ihren Schülerinnen und Schülern viel Freude, Spaß und nachhaltigen Lern-erfolg beim Einsatz im Unterricht!

Frauke Markmann

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writing projects – planning texts

1 recount – Nacherzählung2 awning – Markise / Vordach3 nuisance – Quälgeist4 to float – schweben5 ground floor – Erdgeschoss

6 tablecloth – Tischdecke / Tischtuch 7 balcony railing – Balkongeländer 8 to be paralyzed with terror – vor Angst wie gelähmt sein 9 fault – Schuld10 eternity – Ewigkeit

Your life – your story

Planning a recount1 text (example)It is easier to write good texts with the help of a writing plan. Look at this example:

Title: Soap bubbles

By: Annika Brügge

Introduction:

(setting the scene)

● I was six years old / my brother Daniel (2 years) ● lived in Cologne / on third floor of a six-floor building ● often blew soap bubbles from the balcony

In the first paragraph you can give your reader some information on the four ‘Ws’:Who? Where? When? What?

Main body ofthe text:

(what happened?)

● Mum went to buy some rolls ● bakery on the ground floor ● I lay the breakfast table / saw Daniel standing on a chair

on the balcony ● soap bubbles / Daniel trying to catch them / leaning too

far / lost his balance and fell ● I ran into my room and cried ● Mum came home ● I heard Daniel’s voice, ‘Anny?’ ● He was ok. ● Mum saw Daniel falling onto the bakery’s awning2,

bounced off / fell right into Mum’s arms

In the main body of your recount you can tell what happened in chronological order.

Conclusion

(personal comment):

● Daniel: real nuisance3

● sometimes I remember ● then I just give him a hug

In the conclusion you can give a personal comment. Looking back, what do you think about your experience?

Soap bubblesby Annika Brügge

When I was six years old my family lived in Cologne. Our flat was on the third floor of a six-floor building. From the balcony you could see the towers of the cathedral and the Rhine. In summer my little brother Daniel, who was two years old then, and I loved to stand on the balcony and blow soap bubbles into the air and then we watched them floating4 away. On a hot Saturday morning in August, my mother went to buy some rolls for breakfast. ‘Annika, can you please lay the table,’ she said. ‘I’ll be back in a minute.’ There was a bakery on the ground floor5 of our building, so my mother simply had to take the lift downstairs. As soon as she was gone, I started to lay the kitchen table. I wanted to make it look really nice and I chose a beautiful tablecloth6 and our best dishes. My brother was still sleeping – or at least I THOUGHT he was still sleeping. When I had finished laying the dishes, I looked at the table and thought that some flowers would look nice, too. I remembered that my mother had planted some pretty pink flowers in the flower boxes on the balcony. As I entered the living room, I saw my little brother standing on a chair on the balcony. He was blowing soap bubbles and trying to catch some of them. I noticed that he was leaning too far over the balcony railing7 and cried: ‘Daniel!’ At the same moment, Daniel lost his balance and fell! I was paralyzed with terror8. I was sure that my brother was dead. And it was my fault9! I had left the soap bubble bottle on the balcony yesterday. When I heard people screaming in the street, I ran into my room, jumped onto my bed, pulled the blanket over my head, and cried and cried. After what seemed like an eternity10 I heard the door of our flat opening. My mother was coming home. The door of my room opened. ‘Annika?’ I didn’t answer. Then I heard Daniel’s voice: ‘Anny?’ I threw up the blanket and saw my mother. She was holding Daniel in her arms. ‘He is ok,’ she said. I jumped up and ran over to Daniel and her. ‘When I was just leaving the bakery, I heard you screaming,’ my mother said. ‘I looked up and saw Daniel falling down. He fell onto the bakery’s awning, bounced off and fell right into my arms.’ My brother is 10 years now and most of the time he is a real nuisance, but sometimes I remember the horrible minutes when I was crying under my blanket and was thinking that he was dead and then I just give him a hug.

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writing projects – planning texts

Your life – your story

Planning a recount text (writing plan)1. Think of a shocking or a wonderful experience in your life. Sort your ideas into the writing

plan below before you start writing the text.

Title:

By:

Introduction:

(setting the scene)

In the first paragraph you can give your reader some information on the four ‘Ws’:Who? Where? When? What?

Main bodyof the text:

(what happened?)

In the main body of your recount you can tell what happened in chronological order.

Conclusion

(personal comment):

In the conclusion you can give a personal comment. Looking back, what do you think about your experience?

2. After you have completed the writing plan, you can start writing your text.

Useful words for the main body of your text: Useful words for the conclusion: after – nachdemas soon as – sobald / sowieduring – währendeventually – schließlich / letzten Endesfinally – schließlich / endlich later – spätermeanwhile – in der Zwischenzeitnext – als nächstessubsequently – anschließend, danachwhile – während, solangefirst – als erstesat the same moment – im selben Momentafter a while – nach einiger Zeit

I’ll never forget ... – Ich werde nie vergessen ...I think that … – Ich denke, dass …I fear – Ich fürchteI believe – Ich glaubeI hope – Ich hoffethis was the most important / best / worst ... – das war der / die / das wichtigste, beste, schlimmste …important – wichtigbad / worst – schlecht / schlechteste/er/esawesome – beeindruckend / fantastisch / tollfantastic – fantastisch / tollinteresting – interessantwonderful – wundervoll / großartigawful – schrecklich / entsetzlichhorrible – furchtbar / grauenhaftterrible – fürchterlich / entsetzlichscaring – Schrecken erregend / Angst einjagend

3. Here you can find even more ideas for personal recounts:

My first day at school / A horrible experience / A great day out / A special day / My favourite childhood memory / The day I found my best friend / An important day in my life / My first time abroad / An embarrassing moment

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writing projects – planning texts

1 catchy – interessant, auffällig, einprägsam2 air traffic controller – Fluglotse3 remote control – Fernbedienung

A newspaper article

Springfield, Illinois

early afternoon, 19th May 2012

pick-up truck (Ford) crashed into living room

stopped few feet from couch

Peggy Ferguson, 49, was sitting on couch, watching TV, eating lunch

truck driver, Josh Tyler, 19: ‘I lost control of the truck. The road was so wet and when I hit the brakes, I slid right across the lawn into the house. I'm glad I haven't killed anybody!’

Ferguson: ‘If I had been sitting at the computer in the corner, he would have run me over.’

Ferguson is still looking for her remote control3

UFOS OVER LONDON

A London family reports watching at least 7 bright shiny objects moving very quickly across the sky above South London yesterday.

The witnesses state they were visiting relatives and went outside for some fresh air on June 9, 2011, about 6 p.m. George Harper, 46, ‘My son was the first who noticed them. He pointed up to the sky and asked, ‘Dad, what are those things up there?’ I couldn’t give him a proper answer. I have never seen anything like that before. The objects were moving far too quickly to be airplanes.’ Mr Harper told his wife and son to stay outside and watch the objects while he was running inside to fetch his mobile. When he returned, the objects were still there. Mrs Harper says that they changed direction very quickly. ‘And at one time, one of the objects suddenly stopped. It seemed just like it was waiting for the others to follow.’ Terrence White, air traffic controller2 at London City airport, however says that the radar showed no unknown objects over London yesterday.

Mr Harper managed to catch some of the mysterious objects on video. The video was uploaded on youtube today. ‘I don’t say that we have seen alien battleships,’ Mr Harper would like to point out. ‘I’d like somebody to give us a simple explanation for what we saw. People are welcome to comment on the incident or to report similar sightings.’

by Jennifer Mills

A newspaper article needs a catchy1 title.

. ive

eed

Put the facts of the story first. In the first few sentences, answer these questions: Who? What? When? Where? Why?

,y. ting t,

asper we

Write your article in 3rd person.Give people labels so that the reader knows who they are straight away, for example ‘the father, Mr White’.

Don’t forget the ‘by-line’. Who wrote the article?

1. Write a newspaper article with the help of the notes on the left. Don’t forget to find a catchy title!

2. Choose a headline and write your own newspaper article.

Lightning Ends Football Match /

Dangerous Hobby Almost Kills Boy /

Dog Rescues Teenager /

Skeleton Found in School’s Basement

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writing projects – planning texts

The text burger (example)

You can compare the structure of a text to the structure of a hamburger.

1 arouse the reader’s interest – das Interesse des Lesers wecken

Try writing a text about a topic that you are interested in with the help of the text burger. Here are some ideas: My home town / Cats / Becoming a vegetarian / Skateboarding / Great fashion designers / Barack Obama / Geocaching / Germany / UFOs / My favourite TV-show / Star Wars / My favourite band

Introduction

● arouse1 the reader’s interest in reading the text(Have you ever eaten an insect?)and/or

● give your reader a first idea of what your text is about(In 113 countries around the world, eating insects is quite normal.)

● present your first point(Eating insects has a long tradition.)

● give details and examples(We know that the ancient Romans and Greeks used to eat insects. They loved to eat ...)

● present your second point(Scientists say that insects are healthy.)

● give details and examples(A hamburger contains 18 per cent fat, but cooked grasshopper contains just 6 per cent fat.)

● present your third point(But people don’t eat insects because they are healthy; they simply think that they are tasty.)

● give details and examples(Fried spiders for example taste a lot like nuts.)

ConclusionTipYou’ll find information on many topics on the Internet on

www.simple.wikipedia.org(wikipedia in simple English)

the main body of your text

● summarize the main points of your text(All in all insects are definitely a healthy, cheap and goodalternative to beef, pork or chicken.)and / or

● give a personal statement(But I don’t care that eating insects is healthy: I wouldnever ever eat fried spiders.)

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writing projects – planning texts

The text burger (writing plan)

the

mai

n bo

dy o

f you

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t

Introduction

Conclusion

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writing projects – planning texts

Planning an argumentative text (example)

introduction What’s the topic / question you want to discuss?

The question of wearing crash helmets in school has been largely discussed lately among my friends and I.

Why is it important to discuss this question?

I think that in our country nothing should be more important than the safety of children

What’s your opinion about the topic?

and that’s why I think that each student at school should wear a crash helmet all the time.

main body Give a first argument to support your opinion.

Wearing a crash helmet can protect students from severe injuries caused by flying objects.

Give examples or proof to support this argument.

In the last English lesson, for example, my classmate Tobias was hit on the head by a pencil. Afterwards he complained about a horrible headache that lasted for hours.

Give a second argument to support your opinion.

Moreover, the visor1 of the crash helmet can also prevent other kind of severe injuries that often occur during lessons.

Give examples or proof to support this argument.

When my best friend Laura was falling asleep during the maths lesson last Thursday, her head was sinking lower and lower towards her desk and the pencil that she was still holding. If I had not woken her up just in time, she would have poked out her eye!

Give a third argument to support your opinion.

Besides, students often complain about the noise in class. A crash helmet will keep the noise out and allow everybody to concentrate and work quietly.

Give examples or proof to support this argument.

Scientists have confirmed that it is almost impossible to learn in a noisy classroom.

State an important argument that speaks against your position.

Some of my friends, especially the girls, think that they will look stupid wearing a crash helmet.

Refuse2 this argument. But don’t you agree that safety comes first and is much more important than fashion?

conclusion Emphasize your opinion again.

In conclusion, I would say that it should be compulsory3 at our school to wear a helmet all the time.

Give an outlook into the future.

I hope that our headmaster will agree with me on this important matter and that our school rules will be changed accordingly.

Choose one of the following topics and write an argumentative text. Is fashion important? Should animals be used for research? Do aliens exist? Do we need boys / girls? Is homework harmful or helpful? Does boredom lead to trouble? Should boys wear make-up? Does Germany need a royal family? Do we need dance lessons at school? Do we need school? Should the German government support poor countries? Are social networks harmful or helpful? 1 visor – Visier2 refuse – abweisen, verwerfen, zurückweisen3 compulsory – verpflichtend, vorgeschrieben

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